Individual Mentoring Research Articles

Relationship matters with citizens returning from prison: qualitative findings from a mentoring program

Qualitative findings from a reentry mentoring program evaluation demonstrate the importance of establishing and maintaining relationships with specific characteristics during the process of successful transition of returning citizens from prison to their communities. Significant gaps in knowledge of this process include understanding of the experience of the returning citizen as they navigate this extremely challenging transition, and their experiential knowledge of what they need to enhance successful reentry. The men who participated in group and individual mentoring activities during their stay in an adult transition center and after their release to supervision in the community, shared their experiences of the mentoring. Qualitative data collection and analysis, as a component of the evaluation, produced a thematic narrative describing and explaining, from the experiential perspective of the participants, how they perceived and valued the mentoring relationships. The findings suggest the importance and complexity of supportive relationships during the reentry transition, and how such relationships can potentially lead to crystallization of revised identity and an increased capacity to desist from behavior responsive to a negative or crime-saturated identity. Development and maintenance of such supportive relationships are recommended throughout the reentry process to enhance effective use of services and a successful transition.

MON-120 The Implementation of a Scholarly Activity Curriculum: Impact Assessment

Introduction:As detailed in the 2018 ACGME Common Program Requirements statement for fellowship institutions, “The physician is a humanistic scientist who cares for patients. This requires the ability to think critically, evaluate the literature, appropriately assimilate new knowledge, and practice lifelong learning.” Endocrinology fellowship programs are tasked with the expectation of creating an environment that fosters scholarly pursuit. It is under the discretion of each program to consider its institutional resources and community needs in order to meet this ACGME requirement.1With the goal of enhancing trainee scholarly activity, our fellowship program created a Scholarly Activity Curriculum in 2017. The core curriculum pillars include delineating a yearly timeline of objectives and expectations, facilitating regular individual mentoring, permitting allotment of protected time, and advocating involvement in faculty scholarship and national conferences.Objective:To assess the impact of the 2017 Endocrinology Fellowship Scholarly Activity Curriculum with respect to its ability to increase trainee scholarship.Methods:The scholarly activities of the fellowship classes of 2017-2020 were extracted from archived Fellow Scholarly Activity Update presentations and exit-interview curricula vitae. The activities were categorized as conference presentations (oral/poster), basic scientific research, clinical scientific research, quality improvement, book chapters, review articles, case reports, and teaching activities. With the 2017 and 2018 classes representing the pre-curriculum study group and the 2019 and 2020 classes representing the post-curriculum study group, the number of activities per study group per scholarly category were tabulated and compared.Results:An increase in scholarly activity was noted in five of the delineated categories: conference presentations (80%), clinical scientific research (86%), review articles (100%), case reports (100%), and teaching activities (38%). The remaining three categories of basic scientific research, quality improvement, and book chapters showed no change.Conclusions:The implementation of the 2017 Endocrinology Fellowship Scholarly Activity Curriculum was associated with a rise in trainee scholarly activity. Four of eight categories showed an 80% or more increase. Interestingly, the fellows involved in basic scientific research both pre and post-curriculum implementation were limited to those in the Specialty Training and Advanced Research (STAR) Program. Finally, identifying the need to increase involvement in quality improvement research, our program has implemented a 2019 Quality Improvement Curriculum. 1Common Program Requirements (Fellowship). ACGME. https://www.acgme.org/What-We-Do/Accreditation/Common-Program-Requirements. 2018. Accessed Nov 2019.

A Profession Within a Profession: Mentoring Ecology of Three New Zealand Primary Schools

Employing Bronfenbrenner’s (1996) ecological systems theory, this study investigated the ecological nuances of teacher mentoring in three New Zealand primary schools. Specifically, the study explored the mentoring experiences of three beginning teachers and their mentors, within their respective schools, in relation to the national mentoring and induction policy guidelines. The researchers employed a multiple case study design where data were collected through policy documentation and related literature; semi-structured interviews and field notes. Data were analysed thematically and the findings and subsequent discussion reveal that the participant schools struggled to interpret, negotiate and operationalise the national mentoring policy guidelines as they are intended. It is recommended that the participating schools’ leadership, who are influenced by the Teaching Council of New Zealand’s national mentoring policy documentation and have influence on their schools mentoring policy and practice, should pay greater attention to the selection, training, support and resourcing of individual mentor teachers. In turn, this may lead to a greater understanding of educative mentoring that emphasises collaborative, democratic professional learning interactions through positive, reciprocal learning conversations based on principles of adult learning.

Implementing Evidence‐Based Teaching Practices: Support for Educators through the Promoting Active Learning & Mentoring Research Coordination Network (PALM Network)

The Promoting Active Learning & Mentoring Research Coordination Network (PALM Network) provides one‐to‐one year‐long mentored support to biology faculty and postdoctoral fellows seeking to implement evidence‐based, effective active learning strategies into their classrooms. These PALM fellows are paired with mentors, recognized for their experience in education reform, typically faculty at another academic institution. Mentors assist fellows as they design, implement, and assess teaching innovations in their own classroom, and fellows visit the mentor’s institution to observe evidence‐based practices in the mentor’s classroom. In addition to individual mentoring, PALM fellows meet regularly, virtually and in‐person, with other fellows and mentors, providing a diverse and broad network of support for their continued development as educators. Support and assistance from professional societies provides an operational framework, promotion, and recognition to the Network. To date, 28 fellow‐mentor pairs have participated in the PALM Network. Here we present the findings of the mid‐point evaluation of the 5‐year NSF‐funded network, using a mixed‐methods assessment approach. Fellows (n=13) and mentors (n=11) completed online surveys upon acceptance or after one year of participation in the PALM Network. At the time of acceptance into the PALM Network, self‐reported confidence of the network member’s ability to use backward design to develop active learning activities and assessments of student learning was dependent upon whether the respondent was a fellow or a mentor (p ≤ 0.046). For those surveyed after one year in the PALM Network, self‐reported confidence in these abilities were not different between fellows and mentors (p ≥ 0.122), indicating the abilities of the fellows shifted towards that of the mentors. Grounded‐theory analysis of semi‐structured in‐person interviews with mentors and fellows (n=8, representing 7 mentor‐fellow pairs) participating in the PALM Network for at least 6 months, but less than 2 years, revealed PALM Network members are enthusiastic, talented, and ambitious educators and researchers, dedicated to implementing education reform. PALM fellows value the one‐to‐one mentoring and the support of a broad network. PALM Network fellow‐mentor collaborations result in successful implementation of transformational pedagogical projects. Although implementing change at the fellow’s home institution was sometimes difficult, the mentors and other PALM Network members provided valuable advice and support for the fellows to facilitate their work. Both fellows and mentors highly recommend the PALM Network. Therefore, the PALM Network provides effective support for educators implementing evidence‐based best practices in their classrooms.Support or Funding InformationThis work was funded by NSF‐RCN‐UBE #1624200, including a sub‐award to American Physiological Society.

Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation

AbstractDespite the widespread availability of network and technology infrastructure at higher education institutions, the pedagogical innovation envisioned from technology‐enhanced learning is still not prevalent. Faculty need to develop expertise for designing and implementing technology‐enhanced learning strategies that is termed as technological pedagogical content knowledge (TPACK). This study uses action research to examine how one‐to‐one instructional consultation for technology‐enhanced learning functions as an avenue for supporting faculty's TPACK creation. Through content analysis of the consulting notes from 18 consultation sessions, the study found that faculty can be supported to create TPACK through the consultation approaches of technology modelling, pedagogical realignment and deepening practice. These three approaches can be used during instructional consultation for faculty with varying objectives and experiences with technology‐enhanced learning. The implications for faculty professional development in technology‐enhanced learning are discussed. Practitioner NotesWhat is already known about this topic: Studies of teacher professional development programmes show that TPACK creation can be fostered through technology modelling and the use of TPACK Activity Types, lesson design prompts and design rubrics. Studies of unfacilitated peer-based design teams show that teachers create TPACK by deepening their understanding of PCK and TPACK through their design conversations. Higher education studies outside of teacher education show that individual technology mentoring and consultation encourages faculty technology adoption. What this paper adds: Academic developers can use three approaches to faciltiate TPACK creation during individual consultation with faculty. These approaches are termed as technology modelling, pedagogical realignment and deepening practice. Technology modelling is suitable for faculty without extensive experience in technology‐enhanced learning. By modelling technology tools and lesson exemplars, faculty develop baseline vocabulary of technological knowledge (TK) and technological pedagogical knowledge (TPK) for TPACK creation. Pedagogical realignment is suitable for faculty with some experience of technology‐enhanced learning for didactic teaching. Developing their understanding of student‐centered pedagogical content knowledge (PCK) provides them with pedagogical guidelines to create student‐centred TPACK. Deepening practice is suitable for faculty who are already implementing models of technology‐enhanced learning. Engaging them in reflective discussions helps them to develop TK, TPK, PCK, technological content knowledge (TCK), pedagogical knowledge (PK) and TPACK to improve different aspects in their current model of practice. Implications for practice and/or policy: Faculty can be at different implementation stages of technology‐enhanced learning and a one‐size‐fits‐all approach does not adequately address their development needs. Higher education technology mentoring programmes focus on technology adoption. Different kinds of faculty development strategies are needed to support faculty towards and beyond technology integration.

Teacher professional development among preschool teachers in rural China

ABSTRACT Early childhood education (ECE) is not given as much attention as primary and secondary education in rural areas in China, and rural preschool teachers lack opportunities to receive high quality and appropriate pre-service and in-service professional training. This study focused on professional development (PD) opportunities available for preschool teachers in Heilongjiang, one of China’s largest provinces, wherein 44.3% of the population lives in rural areas. This study (i) considered PD opportunities available for preschool teachers in rural areas; and (ii) surveyed key stakeholders, including preschool teachers and principals, to understand their views on PD activities. A total of 71 teachers and 3 principals from three preschools completed online surveys. Results indicated that (i) rural preschool teachers had relatively limited PD opportunities; (ii) school-based activities that focused on curriculum implementation were the dominant form of PD; and (iii) teachers felt that the PD they received was relevant, of good quality and effective, and that the individual mentoring they received had a positive impact on their pedagogical practices. Implications of the findings are discussed.

Comparisons and Approaches of PREP Programs at Different Stages of Maturity: Challenges, Best Practices and Benefits.

The Postbaccalaureate Research Education Programs (PREP) are designed to provide research training and educational opportunities for recent baccalaureate graduates from targeted groups defined by NIH who would benefit by academic enhancements between the completion of undergraduate studies and admission to a PhD program. These programs offer exposure to the biomedical science community in a way that helps post-undergraduate individuals visualize future careers as well-trained, enthusiastic leaders in biomedical research who represent and will promote diversity in science. Specifically, PREPs provide the preparation and skills required for entrance into, and successful completion of, a PhD program via in-depth exposure to a research setting, which helps to refine the post-undergraduate's research interests, assists in providing a realistic understanding of the end results one can expect from research, and offers a forum for discussion with lab peers and mentors about possible career paths. Beyond the lab, PREPs offer programmatic activities to develop analytical, writing, and oral presentation skills necessary for a competitive graduate school application and success in graduate school thereafter. Individual mentoring increases the post-undergraduate's confidence and familiarity with members of the research community, so that pursuit of a PhD becomes a realistic and less-intimidating path. Interventions and developmental activities are matched to the background preparation, research experience, and learning style of each post-undergraduate. As with all training programs, there is no perfect model and each program must fit in and adapt to their respective institutional environments and cultures. Thus, in this article, we provide perspectives and approaches developed by a long-standing program in existence almost since the beginning of the PREP program along with one PREP at an early stage of maturity, having just been through one renewal.

Addressing the Minority Tax: Perspectives From Two Diversity Leaders on Building Minority Faculty Success in Academic Medicine

This Invited Commentary explores disparities in academic medicine, known as the minority tax, through the careers of 2 men in senior positions, who are underrepresented minorities in medicine (URMMs), with the goal of sharing real-world experiences that other URMM faculty can use to their benefit. The authors use their lived experiences to document the realities of various aspects of the minority tax (i.e., isolation, mentorship, diversity efforts, and clinical assignments) and introduce a new aspect of the minority tax that has affected both of their inner decision-making processes and personal ambitions: the gratitude tax. By sharing these experiences, the authors are also able to recognize individual mentors and sponsors as well as changes in their knowledge, skills, and attitudes that affected their ability to accomplish career goals, leading to their current academic positions. Sharing experiences is a meaningful way of providing examples for other URMM faculty to follow, as well as illustrating ways in which senior leadership can help mitigate the effect of the minority tax on URMM faculty, thereby increasing equity in academic medicine.

Assessing science motivation among high school students participating in a supplemental science programme: the Emerging Scholars Environmental Health Sciences Academy

ABSTRACTMotivation to learn science plays an important role in the persistence, achievement, and career aspirations of students studying science, technology, engineering and math (STEM). Several studies have focused on how supplemental summer programmes build science motivation in undergraduate STEM students, but few studies have focused on how such programmes build motivation in high school students. This study assessed how the Emerging Scholars Environmental Health Sciences Academy, a supplemental summer science programme for public high school students in Louisiana, Alabama, and Florida in the southern United States, influenced participants’ science motivation, as measured by the Science Motivation Questionnaire II (SMQII). The SMQII assesses five motivation factors for learning science: intrinsic motivation, self-determination, self-efficacy, career motivation, and grade motivation. Participants (n = 45) completed the SMQII before and after completing the academy, which allowed students to learn, apply, and experience environmental health science. Results indicated a statistically significant increase in motivation to learn science among participants, particularly for self-determination and career motivation. Inquiry-based learning, individual mentoring, and exposure to environmental health careers may explain why the academy was effective in positively influencing participants’ self-determination and career motivation. Finally, practical lessons learned for implementing a supplemental science programme for high school students are provided.

Translatable Research Group-Based Undergraduate Research Program for Lower-Division Students

Participating in undergraduate research yields positive outcomes for undergraduate students, and universities are seeking ways to engage more students in undergraduate research earlier in their academic careers. Typically, undergraduate students perform research either as part of an apprenticeship where a student receives individual mentorship in a research lab setting from an experienced researcher in the field of interest or in a course-based undergraduate research experience where students work in a classroom or teaching laboratory to investigate open-ended research questions. In this work, we implement a model of undergraduate research that combines aspects of those two methods to provide benefits to undergraduate students and research groups. A cohort of 20 first-year undergraduate students at the University of California—Berkeley were recruited to work on a project investigating data previously collected by the Alivisatos research group. Over a semester, these students learned about nanomaterials and the research process, pursued curiosity-driven research in teams, and presented their results at a formal poster session. Students from this program showed quantifiable gains in their self-identification as researchers and scientists. This program was developed to be a model for other research groups, departments, and universities to combine the benefits of traditional apprenticeship research and course-based undergraduate research to provide a research experience for large numbers of undergraduate students early in their college education.

Mentees\' perception of a newly introduced formal mentoring programme for final year undergraduate medical students – A pilot study

Introduction: Many of us are still unclear about the true meaning of 'Mentoring'. Medicine as a profession is gradually becoming increasingly complex and fragmented. Medical colleges admit hundreds of students every year with the number of MBBS seats in some of the colleges touching 250. Formal mentoring programmes are virtually non-existent in most medical colleges and where functional, are focussed towards day to day administrative issues faced by the students rather than towards their holistic development as a professional. Materials and Methods: A formal mentoring programme was introduced in the college in July 2018 and student mentees were allotted to individual faculty mentors. The present study details the experiences of the department of General Medicine. 2 faculty from the department were designated as mentors. The department published a detailed schedule for the mentoring sessions. On any given day, 2 sessions were held between 1000 hrs and 1030 hrs with each session lasting 15 minutes. A total of 7 such rounds were conducted between July and November 2018. At the end of the final session, the students were asked to fill the pre-validated feedback form. Results: The mentees perceived the mentorship sessions positively. Most mentees agreed that their mentors demonstrated reasonable concern towards them and that they were able to discuss both academic and non-academic issues with their respective mentors. Importantly, a large majority of mentees agree that after attending the sessions, they were able to harness their own positive attributes and start working towards attaining their goals with greater confidence. Keywords: Mentoring, Mentors, Education Medical, Learning.

Blood Culture Contamination: Educational Roadmap to Improvement

BACKGROUND Blood culture contamination (BCC) leads to diagnostic uncertainty in clinical management. It contributes to increased health care costs, prolong hospitalization, delay or incorrect changes to patient management and increase laboratory workload. Research indicates average cost for contaminated blood culture $6,000. September 2014 the Emergency Department (ED) BCC rate was 6.4% compared to the current national benchmark rates 2-3% (Avg. 2.5%). METHODS Collaboration with ED nurse educators, Micro Consolidation Laboratory leader, and Infection Preventionist utilizing Continuous Quality Improvement (CQI) methodology resulted in the development of an educational program utilizing evidence based practice, a focus on standardization of process bundling of supplies, improved Blood culture specimen equipment, and updating BCC reporting systemto better monitor infection rates at staff level. A consistent process was established, blood culture collection kits created, all staff attended mandatory training, feedback provided to staff monthly along with coaching, mentoring, and re-education of staff with contaminants implemented. RESULTS Pre implementation ED BCC rates 6.4% support the hypothesis that basic asepsis principles were not understood or followed, there was a lack of knowledge related to good blood culture blood sampling practice, inconsistent processes by all staff members, and lack of understanding the importance for appropriate timing for drawing sample related to start of antibiotics. Blood culture contamination rates decreased following mandatory education and monthly monitoring of individual contamination rates, ongoing coaching, mentoring and re-education when appropriate. Post implementation ED was able to decrease BCC rates to yearly department rate of 2.5% for 2015. The ED has sustained this improvement through 2018 with consistent monthly rates less than 2% and as low as 0.7%. CONCLUSIONS An evidence based bundle approach, consistent implementation, ability to provide staff level BCC rates along with appropriate feedback, mentoring, coaching will support a sustainable improvement in BCC rates in the ED.

Exploring mentoring across gender, race, and generation in higher education

PurposeThe purpose of this paper is to examine a long-term mentoring relationship between a White female from the Traditional Generation and an African American male from the Xennial Generation, as engaged in a mentoring relationship within higher education institutions in the USA. The study investigated if, how and to what degree the differences and similarities between them influenced their mentoring relationship.Design/methodology/approachThe authors used an autoethnographic approach involving extensive questioning, dialoguing, note keeping and analysis over eight months.FindingsThe analysis suggested that race had the greatest influence on the relationship. The primary reasons for mentoring success were similarities in family backgrounds and commonly held values.Research limitations/implicationsThis study may not be generalizable to mentoring relationships that do not involve cultural differences in race, age or gender.Practical implicationsThe paper offers a model for the types of strategies individuals can use in cross-racial mentoring endeavors to help build and sustain these relationships. It also includes suggestions for individuals engaged in mentoring relationships, which include gender, race or age differences, and organizations seeking to enhance diversity within their institutions.Originality/valueThere is not an extensive body of research on individual cross-racial, gender and generational mentoring that provides an analysis of the experience of those involved. Additionally, the model presented for examining cross-racial mentoring relationships is unique.

An Effective Doctoral Student Mentor Wears Many Hats and Asks Many Questions

Aim/Purpose: Doctoral student completion rates are notoriously low; although statistics differ depending on which study one consults, a typical completion rate is about 50%. However, studies show mentors can use strategies to improve students’ graduation rates. Our purpose was to learn from effective mentors about the processes they believe are most important in guiding doctoral students to the successful completion of a dissertation and, specifically, the strategies they implement to help students with writing and research methods. The study was confirmatory and exploratory; we posed several hypotheses and we were attentive to emergent themes in the data. Background: This paper addresses the problem by providing practical strategies mentors can use to help students succeed. Methodology: We conducted semi-structured interviews of 21 effective mentors of doctoral students representing highly ranked educational programs at universities across the United States. We conducted conventional and summative content analysis of the qualitative data. Contribution: This research showed that effective mentors provide students with technical support (e.g., scholarly writing and research methods), managerial support (e.g., goal-setting and time management), and emotional support in the form of encouragement. This research goes beyond prior studies by providing specific strategies mentors can apply to improve their practice, particularly regarding support with research methods. Findings: The data showed that encouragement, help with time management, and timely communication were key strategies mentors used to support students. Mentors also provided resources and directed students to use skills learned in previous coursework. Many mentors spoke about the importance of writing a strong research question and allowing the question to guide the choice of methods rather than the other way around. Mentors also said they pushed students to conform to APA style and they used Socratic methods to help students develop the logical organization of the manuscript. Many mentors referred students to methodologists and statisticians for help in those areas. Recommendations for Practitioners: Individual mentors should conduct a self-assessment to learn if they need to improve on any of the technical, managerial, and interpersonal mentoring skills we identified. Moreover, doctoral programs in educational leadership and related areas are advised to conduct careful assessments of their faculty. If they find their faculty are lacking in these mentoring skills, we recommend that they engage in professional development to increase their capacity to provide effective mentoring. Recommendation for Researchers: We recommend that future researchers continue to explore strategies of effective mentors. In particular, researchers should interview mentors who specialize in quantitative methods to learn if they can offer clever and innovative approaches to guide doctoral students. Impact on Society: We conclude this paper with practical strategies to help mentors become more effective. We also make some policy recommendations that we believe can improve the mentoring process for doctoral programs in education. We believe better scholarship at the doctoral level will provide new knowledge that will benefit society at large. Future Research: This research was a springboard for some new research questions as follows. We recommend future researchers to study how often effective mentors meet with students, how quickly they provide feedback on written drafts, and their strategies for delivering tough feedback in a caring way (i.e., feedback that the student’s work did not meet expectations).

Engaging family medicine residents in research training: An innovative research skills program in Israel.

The importance of medical research in developing academic and clinical excellence is widely acknowledged. Obstacles hindering research in primary care include negative attitudes, lack of dedicated time, funding shortages, and a relative paucity of mentors. Residency is the appropriate stage for developing research skills and encouraging research performance. In this article, we describe an intensive research training program offered at the family medicine (FM) Department, Technion Faculty of Medicine in Haifa, Israel. The program aims to engage residents in FM in constructing a research protocol to provide them with a positive experience, help them to overcome barriers, and enhance their research performance. Learning is achieved through a course design that includes the following six components: (1) course website: a platform for online collaborative learning; (2) inverted classroom: theory is learned through website video lectures and presentations during resident's own time according to a guided schedule, while weekly classroom sessions are dedicated to step-by-step implementation of theory, group discussion, and individual mentoring; (3) Peer feedback; (4) personal mentoring; (5) presentation of the protocol to peers and senior department staff at the end of the course; and (6) evaluation of protocol presentation and engagement during the research course as well as possibilities for further development. Five teams of residents went on to conduct full research projects. Their studies have been presented at seven national and three international conferences, and one has been published. The outcomes of these studies have been useful in FM practices and have inspired residents to continue scholarly work in our department. Innovation in teaching methods enhances engagement in learning research skills among residents and may encourage them to conduct research in primary care.

Mentorship: The necessity of intentionality.

A large body of research exists that is dedicated to exploring and defining mentoring. It is widely recognized that mentorship is a process informed by one's personal experiences. Yet, mentorship literature primarily centers around advancing technical proficiencies, and very little focuses on individual characteristics, such as honesty, consistency, and transparency. Individual wisdom is an invaluable tool for intentional mentorship. Intentional mentors catalyze the ability to understand and tap into one's own power, promote awareness of individual strengths and limitations, and clarify personal vision. Through intentional mentorship, mentors identify, improve, and implement strategies and skills that they acquired throughout their career. After conducting a self-assessment and identifying the personal skills that can be attributed to effective mentoring, mentors advance along the mentorship continuum to improve, and subsequently implement, these skills. Given the changing landscape of the scientific workforce in general, faculty mentors must be intentional about seeking avenues for growth. Beyond individual implementation, it is essential for educational institutions to also take a systemic approach when it comes to supporting faculty advisors and their mentees. A few tools and resources are offered to encourage mentors in taking a proactive role as they intentionally develop and enhance their individual mentoring process. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

Developing emotionally intelligent leaders within a chapter of a student pharmacist organization.

This article was migrated. The article was marked as recommended. Introduction: Emotional intelligence (EI) refers to an individual's awareness, management, and use of emotions, which has been shown to correlate with successful leadership. The objective of this study was to facilitate the development of emotionally intelligent leaders amongst the student officers within a chapter of the American Pharmacists Association-Academy of Student Pharmacists. Methods: During the 2012-2015 academic years, the chapter officers (n=27) participated in a leadership development program that included self-assessments, group discussions, reflection activities, and/or individual mentoring sessions based upon the concepts of organizational management, strengths-based leadership, team dysfunction, and continuous professional development. The officers also completed the Emotional Intelligence Appraisal® at the beginning and end of the program, and a perception survey after completing the program. Results: The officers' initial and final EI scores ranged from 54-100 and 59-100, respectively. In addition, their final mean overall, self-awareness, self-management, and relationship-management scores were higher than their corresponding initial scores ( P < 0.05). Most officers (89-100%) also rated each of their developmental experiences as being either very beneficial or beneficial. Conclusion: The implemented program appears to be an effective method for increasing the EI of student organization officers and provides a model for similar efforts in other health professions settings.

Global Health Mentoring Toolkits: A Scoping Review Relevant for Low- and Middle-Income Country Institutions.

.Capacity building in low- and middle-income country (LMIC) institutions hinges on the delivery of effective mentorship. This study presents an overview of mentorship toolkits applicable to LMIC institutions identified through a scoping review. A scoping review approach was used to 1) map the extent, range, and nature of mentorship resources and tools available and 2) to identify knowledge gaps in the current literature. To identify toolkits, we collected and analyzed data provided online that met the following criteria: written in English and from organizations and individuals involved in global health mentoring. We searched electronic databases, including PubMed, Web of Science, and Google Scholar, and Google search engine. Once toolkits were identified, we extracted the available tools and mapped them to pre-identified global health competencies. Only three of the 18 identified toolkits were developed specifically for the LMIC context. Most toolkits focused on individual mentor–mentee relationships. Most focused on the domains of communication and professional development. Fewer toolkits focused on ethics, overcoming resource limitations, and fostering institutional change. No toolkits discussed strategies for group mentoring or how to adapt existing tools to a local context. There is a paucity of mentoring resources specifically designed for LMIC settings. We identified several toolkits that focus on aspects of individual mentor–mentee relationships that could be adapted to local contexts. Future work should focus on adaptation and the development of tools to support institutional change and capacity building for mentoring.

Transitioning physician leaders

The successful transition of physicians from clinicians to leaders of healthcare organisations is important to the overall success of these organisations. The journey involves formal education as well as professional mentoring and support of individuals who are team players and able to flex to the different skills needed to be effective physician leaders.

Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students' Skills for Self-Regulation, and Mentors' Knowledge for Co-regulating and Guiding.

Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for 2 years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self-efficacy (p = 0.001), campus connection (p < 0.001), professional development (p ≤ 0.002), and self-advocacy (p < 0.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the postsecondary educational environment and the young adults’ sociocultural context.